Childhood Education Policy in China

This book examines the childhood education policy development in China. It involves investigating the holistic landscape of China's childhood development from a policy perspective. It also offers a specific lens to examine the migrant childhood education policy in China, the left-behind childhood education policy in China, the ethnic childhood education policy development in China, the special childhood education policy in China, and the boarding schools' childhood education policy in China.

The intended readers are scholars and researchers who are interested and work in research on China's childhood education reform/pre-K-12 in China. The administrators and stakeholders in Chinese education system and graduate students are majoring and minoring in the field of educational policy.

Proposes the new idea of childhood education policy Provides implicit connection between constructing childhood educational reform Investigates intensive discourse of childhood education policy development with Chinese characteristics

Auteur
Eryong Xue is the professor in China Institute of Education Policy, Faculty of Education, Beijing Normal University. Changjiang scholars (young scholars) were awarded by the Ministry of Education in China. He is also a research fellow of the Center for Science and Technology and Education DEvelopment Strategy in Tsinghua University. He is also a postdoctoral fellow in the public administration of Tsinghua University. He has published more than 100 Chinese and English papers in the field of educational research. He has produced more than 100 CSSCI articles. He has won the seventh award for outstanding achievements in scientific research in institutions of higher learning, the fifth national award for outstanding achievements in educational scientific research, and the award for outstanding achievements in political participation and discussion by the central committee for the advancement of the people for more than 40 times. More than 40 independent or co-authored consulting reports were adopted by decision-making departments or approved by leaders. He has presided over more than 10 national or provincial projects such as national social science fund, natural science fund, ministry of education humanities and social science fund, Beijing philosophy and social science project, participated in 9 national or provincial key projects such as ministry of education philosophy and social science project, and 1 international cooperation project. The project of national natural science foundation of China was awarded excellent. He has been honoured as the advanced worker of summer social practice for students at capital college and technical secondary school, the outstanding talent of Beijing division, the young talent of Beijing social science federation, the outstanding talent of Beijing universities and colleges, and the outstanding talent of Beijing. Main social part-time jobs: member of the 14th committee of the communist youth league of Beijing, deputy director of the working committee of college students and young teachers, special expert of China education association, China education development strategy society, national academic level office, director of Beijing postdoctoral fellowship (the 20th session).

Jian Li, Ph.D., is Assistant Professor of China Institute of Education and Social Development, Faculty of Education at Beijing Normal University. She received her Ph.D. degree from Indiana University Bloomington, USA. Previously, she served as Senior Research Consultant for Office of the Vice Provost for Educational Inclusion and Diversity, and in associate researcher positions at Project on Academic Success (PAS), Centre for Postsecondary Research at Indiana University, and Rural Education Action Project (REAP) of Stanford University.

Dr. Li general area of scholarship is on the assessment of compulsory education. Within this general area, she has pursued four themes: compulsory education policy, globalization of higher education, higher education policy and management, undergraduate students global learning performance assessment, faculty academic innovation perspective within higher education and comparative higher education development as a framework for institutional research. She has published over 60 articles, monographs and book chapters and delivered over 20 workshops and seminars and offered more than 20 keynote, peer-reviewed and invited presentations throughout the USA and in Europe, Africa, and Asia.

Contenu
The migrant children education policy in China.- The left-behind children education policy in China.- The ethnic children education policy development in China.- The special children education policy in China.- The boarding schools' children education policy in China.
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